Teachers: Music, Drama, Art and Design, and Dance

Debate between Lord Wigley and Baroness Smith of Malvern

Monday 17th November 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

I believe that good teachers bring specialist knowledge as well as the particular skills that teacher training and qualified teacher status bring alongside that. That is why pupils have an entitlement to ensure that those teaching them have both the knowledge specialism and the teaching specialism in order to give them the best possible opportunities. That is the reasoning behind this Government’s determination that all pupils should be entitled to have a qualified teacher in the classroom in front of them, because, as we know, the quality of teaching is the single most important determinant in pupils’ success in school.

[Lord Wigley (PC)]

Does the Minister accept that the most important driver in this area would be every primary and secondary school having access to a professional music teacher, whether full-time, part-time, peripatetic or through distance learning? If that were to happen, it would create the demand for teachers, which would lead to the necessary supply. I draw attention to my interest in that my wife is a harp teacher.

[Baroness Smith of Malvern (Lab)]

I am sure that the noble Lord’s wife is doing an enormously important job in developing an interest in harping in the pupils whom she teaches. We need to ensure that we have qualified teachers with access to the support for their specialisms—which, for example, the Government aim to provide through the new national centre for arts and music education—to ensure that all children, not just fortunate children, have the opportunity to benefit from arts and music. That is what this Government are putting in place.

Erasmus Programme

Debate between Lord Wigley and Baroness Smith of Malvern

Wednesday 5th March 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The right reverend Prelate makes an important point about this being an opportunity that people need to have at all stages of their life. I think I am right to say that Turing does enable older students to benefit from it, and, as I have already emphasised, it has certainly focused on ensuring that people who come from more disadvantaged backgrounds have the opportunity to experience travelling, visiting and learning overseas in a way they otherwise would not have been able to do.

[Lord Wigley (PC)]

My Lords—

[Baroness Barran (Con)]

My Lords, at the risk of injuring my noble friend twice in a row, may I pick up on the point raised by the noble Lord, Lord Patel? Can the Minister update the House on which countries are most popular among students undertaking the Turing scheme, and how does the percentage of disadvantaged students engaging with the scheme compare with that for its predecessor, the Erasmus scheme?

[Baroness Smith of Malvern (Lab)]

Yes, the noble Baroness can encourage me to do that, and I hope I will be able to do so. I think I am right in saying that five out of 10 of the most popular Turing scheme countries are outside the EU. As we have previously discussed, that is important. In 2024-25, 53% of people who are expected to take part in the scheme are from disadvantaged backgrounds. I think that all who have contributed so far have recognised that, whatever scheme we have, the focus we put on that opportunity is really important.

[Lord Wigley (PC)]

My Lords, I warmly endorse the comments of the noble Baroness, Lady Wilcox, and I accept the comments of the noble Lord on the benefits of the Turing scheme. Does the Minister accept that the status of associated third countries, enjoyed by countries such as Norway, Serbia and Turkey, is not incompatible with these other schemes? Might there be a way of bringing them together?

[Baroness Smith of Malvern (Lab)]

I am not wholly clear which other schemes the noble Lord is talking about, but I am happy to follow that up with him. If he is saying that we need to ensure that any scheme we support is as broad as possible in the opportunities it makes available to young people and older people, and if he is suggesting that we also need to consider bilateral youth mobility schemes—which we do have—with countries such as India, Canada, Australia, Iceland and Andorra, that is a useful contribution and certainly something we should do.

Erasmus Programme

Debate between Lord Wigley and Baroness Smith of Malvern

Monday 20th January 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The Turing scheme focuses on ensuring that UK students in higher education, learners in further education and school pupils are able to take advantage of studying or working abroad. I am encouraged that, of those taking part in the scheme in 2024-25, 53% are from disadvantaged backgrounds. The focus remains on providing opportunities for UK students to experience the benefits of studying and working abroad.

[Lord Wigley (PC)]

My Lords, the Minister will be aware of the scheme that has been running in Wales with the support of all parties there. None the less, I think there is an acceptance across parties in Wales that the full Erasmus scheme was much more beneficial for everybody in both directions. The reopening of it would not necessarily prejudice the attitude towards other questions relating to the European Union. Surely the Government can make an example of this one to get progress in its own right.

[Baroness Smith of Malvern (Lab)]

I am not sure that, if you are engaged in a quite important reset as the UK Government are, it makes enormous sense to pick and choose the different issues on which you might negotiate. I acknowledge the noble Lord’s recognition of Taith, the Welsh Government’s international learning exchange programme, which, like the Turing scheme, provides important opportunities.